Daily Planner

Ms. Quanrud
Brooklands Primary Year 4
Date: TBD

Class: Maths
Year 4

Title: Introducing Volume

Pupils prior learning: Structured learning through play in P1-P3 years.

Students also have the experience from the exploration with the
definition of capacity, a measurement of volume.

Thinking skills and personal capabilities focus:

Thinking, Problem-Solving, and Decision-Making:
During this lesson students will be solving the provided
problem using what they already know about capacity.
They will formulate ways to approach the problem and
will try out alternative approaches as well as evaluate
the outcomes.
Working with others: Throughout this unit the students
will be working on a life skill, cooperating with others
while solving a problem, which will come with
compromising with one another in order to get the job
down in an efficient manner.
Differentiation:
By Support: group two students will be supported by
the classroom assistant throughout the lesson.
By groups: Students will be differentiated by their
academic ability, meaning the highs and lows will be
grouped together to support and help learn from one
another.
Suggested Success Criteria (AfL):
I can work with others to solve our problem.

Cross curricular skills focus:

Using Mathematics: Students will use mathematics to solve problems and
make reasonable judgments. Students will also be asked to identify with
volume while using their knowledge on capacity. Students will then collect
and record their solution to the problem
Communication: Students will work with one another, practicing sharing
ideas, but also listening to others input with respect.
Learning intentions: Students will be able to. . .
seek out questions to explore and problems to solve
make ideas real by experimenting with different designs, actions,
I can work with my knowledge on capacity to help solve
and outcomes
the problem at hand.
take personal responsibility for work with others and evaluate
their own contribution to the group.
have a hands-on experience defining the difference between volume
I can define volume and how it is different from
capacity.

Daily Planner
Ms. Quanrud
Brooklands Primary Year 4
and capacity.

Introduction:
Students will be presented with a problem from
kindergartenkindergarten.com
Annas bucket is full. It holds 5 cups of beans. Jimmys bucket can hold 8
cups of beans. If Anna pours her beans into Jimmys cup, how many more
cups of beans will they need to fill it up?

Activity:
Students will seek out questions to explore in order to solve the
problem in front of them.
Students will complete this task within their table groups, having a
hands-on activity exploring volume.

Plenary:
Discuss with students what we learned today. Scaffold them to the
word volume.
Present students with a poster that helps depict and define the
difference between volume and capacity.

Based on students prior experience we may not interact with the word
volume or capacity. We will interact with the definitions and identify

Role of the teacher:

Guide on the Side: My students thus far have been
able to handle the concrete representations in
front of them as well as experiement with capacity
in a more abstract form with no problems. Now is
the time for me to let the students control the
conversation and discover any misconceptions the
students might be having.
Educator: As the educator it is my job to be aware
of my students misconceptions and to address
them in a class discussion to resolve the
misconceptions.
Key Questions:
What do you predict the outcome to be?
How will you and your group go about solving the
problem? Why do you think the way you choose
will work?
If we know capacity means the most amount of
space a container can hold, what do we think the
word volume means after todays lesson.
Resources:
Problem
Buckets
Water
Water trays
Water scoops
Funnels

Daily Planner
Ms. Quanrud
Brooklands Primary Year 4
the differences, but the students will tell me if they are
developmentally ready for these more abstract concepts.

Point out todays WALT & WILF and discuss how we were able to meet
them.
Assessment/Monitoring:
Oral through childrens responses and input during discussion.
Observations as children complete the task.
Photographs as a record of childrens work.

Poster
Vocabulary card: Volume